Strategy 1 - Building Meaning

This in-class writing strategy is appropriate when you are first introducing a new topic and can be used instead of note-taking. This process encourages critical thinking and gives students an opportunity to make meaning of new concepts in a way that makes sense to them.

During the delivery of the content (lecture, video, text, etc) students generate a list of key words and phrases that they think are important.

Students create a graphic organizer (cluster, outline, chart) to organize and categorize their list.

Students share their organizers with a group and discuss differences and similarities. Teacher circulates and clarifies misunderstandings.

Each group shares one take-away with class (if time permits)

Finally students write a paragraph summarizing the new topic while using at least half (more or less depending on teacher preference) of the key words/phrases. This could be used as an exit ticket at the end of class.

Debrief

Smallgroupdiscussion

What did you like about the strategy?

What concerns do you have?

How might you adapt it to fit your classroom needs?

What online tools might you use with this tool? What would be their advantage?

Whole group - share out one take away

What is the purpose of homework? Is it effective or should it be done away with?

Strategy 2 - Write Around

This strategy deepens understanding and exposes students to other points of view. It should be used with a topic that is interesting, multifaceted, and debatable. Begin with an open-ended question.

Group students and have them arrange desks so they are facing one another.

On a blank sheet of paper or a an online space students respond to the question.

After 2 or 3 minutes papers are passed (always in the same direction) to the person to their right (or left, or whatever). The student reads what has been written, writes their own name in the margin and responds to what she/he has read. Tell students that this is essentially a silent conversation and they should address what has been written and find ways to connect it to their own thinking.

Students continue passing papers until they have seen all. Each new entry should respond to all of the previous entries.

Allow students to discuss what they have read and written. What surprised them? How did they see things in a new way? How was their understanding clarified or confused? What do they disagree with? Agree with?

Now that students have become invested in the topic, introduce an article, video, or podcast that addresses your original question will be more effective in helping them formulate a more complex understanding of the topic.

Strategy 3 - Exit Tweet

This formative assessment gives teachers a quick glimpse into students’ understanding of a topic. During the last 3-5 minutes have students write a 140 character summary of a topic or ask a specific question. Use pen and paper, a google form, or tweet it out with a hashtag.